Collaborative EFL teaching in primary schools

David Robert Carless

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EFL/ESL Teaching and Learning Second Language Learning and Teaching Collaborative Teaching and Inclusion

Abstract

This paper discusses an innovative programme of collaborative EFL teaching in Hong Kong primary schools, involving team-teaching shared between imported native-speaking English teachers and their local counterparts. First it analyses the way in which the scheme has evolved from previous experiences. The paper then draws on an open-ended questionnaire survey, email and face to face interviews, and classroom observations of team-teaching in action. It focuses on findings related to the three main objectives of the scheme: impact on pupils, innovative teaching, and professional development. More positive outcomes were reported for the first issue than the other two. Some implications for collaboration and the deployment of native-speaking English teachers are discussed.

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1992Native or non-native: who's worth more?1991The New Meaning of Educational Change. Second Edition.

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2011English teacher preference: the case of China's non‐English‐major students 2019Teachers’ perceptions of difficulties in team teaching between local- and native-English-speaking teachers in EFL teaching 2019Enhancing students’ English proficiency by co-teaching between native and non-native teachers in an EFL context 2016The NEST–NNEST Divide and Teacher Identity Construction in Hong Kong Schools 2008Investigating English Language Learning and Teaching 2022Korean Teachers' Beliefs about English Language Education and their Impacts upon the Ministry of Education-Initiated Reforms 2010Exploring the Co-teaching Practice of Native and Non-native English Teachers in Korea 2015English Language Education Policy and the Native-Speaking English Teacher (NET) Scheme in Hong Kong

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